There are 18 Types of Inference. Do your inference goals include 3 types of literacy, skills needed to make inferences, the types of inferences and inferential outcomes. If not you are not assessing or teaching inferences. Our three buddies do seem to be surprised, or are they scared, maybe even amazed!. There is no clue as to what is happening but we could probably have a little fun guessing. Since there is no text to go along with the picture can we draw accurate conclusions? Short answer is NO! Our picture above uses emotion, cause and effect, and possibly predictive and deductive inference. All of which have to be accurately taught in order to draw correct conclusions.
Add some text or more detail to the picture and inference becomes a tool for understanding what is going on. Today you will get a snapshot of all the different ways inference can be used.
An inference is the ability to connect what is in the text with what is in the mind to create an educated guess. You make an inference when you use clues from the story to figure out something that the author doesn't tell you. When you make an inference, be able to identify the clues that you used.
2 BASIC SOURCES OF INFORMATION FOR INFERENCES
o Text /Picture based information and
o Knowledge-based information
3 TYPES OF LITERACY (required in elementary school)
o Basic literacy
! Reading just the words on the page
o Critical literacy
! Reading between the lines
! Requires analysis and internalization to interpret synthesize and explain.
o Dynamic literacy
! Making inferences across multiple different texts and seeing the relationships among those texts.
SKILLS NEEDED TO MAKE INFERENCES
TOM is the ability to make inferences about the “full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action [the ability] to reflect on the contents of one's own and other's minds” Baron-Cohen (2001
o Identify internal states
Identify false beliefs
o Understand deception
oRead the affect cues
o Use emotional labels
! Understanding emotions for emotional inferences (YCSC)
o Use social cognition.
! How are people expected to feel and react in certain situations
18 TYPES OF INFERENCES
INFERENCE OUTCOMES:
ERRORS ON LITERAL & INFERENTIAL QUESTIONS
Unseen Seen
Literal Inferential Literal Inferential
Less Skilled Readers 29.2% 45.8% 3.6% 35.4%
Skilled Readers 10.9% 15.6% 1.0% 9.9%
Oakhill J. & Yuill N. (1996) Reading Comprehension Difficulties Processes and Intervention, Mahwah, NJ, Eribaum.
If your inference goals read like:
John will increase his ability to make inferences and draw conclusions based on implied information from texts from his current level to 9/10 trials as measured by curriculum based assessment.
STOP listening to Blogs that do not do their research!
I am so tired of reading garbage! That leads parents astray.
THE 3 GOALS REQUIRED FOR INFERENCE
Baselines should be taken first and the
The 3 goals required for inference could look like or contain information like:
Goal 1
John will increase the following skills to make inferences on implied information from texts from his current independent reading level to 9/10 trials as measured in CBA.
Goal 2
John will increase his ability to make the following 18 inferences on implied information from texts from his current independent reading and language level to 9/10 trials as measured in CBA.
Goal 3
John will independently generalize and increase his ability to make inferences on implied information from texts from his current independent reading level to 9/10 trials by doing the following as measured by CBA.
Across multiple SOURCES OF INFORMATION:
And multiple TYPES OF LITERACY (as required in elementary school)
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Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an M Ed in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
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